demo tutorial of therqpynplans in therapy planss

Semolina

2. LESSON PLAN & PROGRESS REPORT
NAME OF CLIENT: AGE/GENDER: CLINICIAN NAME: SUPERVISOR:
NO: LANG: PD:
POSTING DURATION:
FROM: TO:
DOA:

SESSION ATTENTED
/ALLOTTED:
LESSON PLAN DATE: PROGRESS REPORT
DATE: S.N. SKILLS GOALS ACTIVITIES


































AUDITION

































To Show awareness of
sound when directed
by parent
– Environmental
sounds
– Voice












To make sure that child Sways,
dances or vocalizes to music
and singing

• Bombardment of /p/
Speech Sounds pl










Banging game
• Child and one parent sit on floor
with large plastic tub, mallet, and puzzle
pieces. Other parent sits in front with back
turned and empty puzzle board. When child
and Mother bang loudly on the plastic
tub, Dad turns around pointing to ear and says,
“I heard that”. Child gives Dad a
puzzle piece to place in board.
•Swap roles, have child on Mother’s lap,
facing away from Dad. Dad bangs on tub,
Mother turns child around and points to ear
saying, “you heard that”. Child
receives puzzle piece from Dad. Continue
game reversing roles and changing
the reward.


Dancing game
• Mother holds child in arms and waits,
holding very still. Dad turns on music, making
sure that the child is close enough to hear the
signal. Mother begins moving and
dancing, pointing to own ear and stating “I can
hear the music”. Dad turns the
music off and Dad stops dancing, points to ear
and states “It’s all gone,
I can’t hear the music”.
• Swap roles so child can turn music on and off
and watch parent dance.
• If child cannot hear the music, beat on a
plastic tub and dance to the beating. When
beating stops, the music stops.

3. Receptive Language






















Expressive Language

















Turns to name: guided
• Turns to name:
Spontaneous




















• Vocalizes when
Communicating







Waves bye-bye and
vocalizes at end of
each activity





Calling name game
• Use same technique as above, Mom
calls child’s name and Dad and child turn
around and Parent points to ear and says, “I
heard Mom call your name”. Mom
gives child a wind-up toy or any fun toy to
activate.
• Call child’s name during the day when
you want his attention. If the child does
not respond, show the child you are calling his
name, “Yes, I’m calling you listen
[name]”. Only call child’s name if you have a
good, pragmatic reason to do so i.e.,
time for meal, bath, play, etc.
• During activity, parent talks about
what child does and gives voice to the child’s
actions.
– “Oh, you heard Daddy call your name.”
– “You’re giving the toy to Mommy to wind
up.”
– “You’re listening for Daddy.”


Spontaneous Vocalizations:
• Acknowledge child whenever you hear him
using his voice. Point to your ear and say
“I hear you talking”. Act pleased and excited
so the child learns to always use
his voice.


Spontaneous Imitations:
•When playing with airplanes and buses, make
the sound and move the toy, then
wait for your child to spontaneously imitate the
sound. Model making the sound
and moving the toy with each family member
taking a turn. During your child’s

4. Honey Pringle

STUDENTS ARE REQUESTED TO WRITE RECOMMANDATION FOR NEXT CLINICIAN




RECOMMANDATION SHOULD INCLUDE -
FUTURE GOALS NEEDS TO BE WORKED UP O












Speech













Vocalizes
Spontaneously
•Vocalizes on demand
turn, be silent to see if he will imitate the
sound spontaneously. Leave a silent
space (count to ten slowly) for your child to
say his own sound








Imitates parent calling Spot the dog – see book
activity
Variation on tub banging activity in audition
– Instead of using a hammer on a plastic tub
for your child to hear, call his name.
Model this first by calling Dad’s name using a
sing-song voice. When Dad
hears it, he turns around and gets something
fun from your child. Do this a few
times and then wait to call Dad’s name and see
if your child will vocalize to get
his attention. Waiting is a wonderful tool you
will be using throughout these
lessons. Count to ten slowly, that is about the
correct amount of time to wait
for your child to do something.

.

STUD SING

WITH DATE
STUD SING

WITH DATE
SUPR SING

WITH DATE
SUPR SING

WITH DATE